中国入世与菲中贸易

自从１９７９年中国实行改革开放以来,菲中两国的经济关系持续发展。菲律宾对华贸易要比它与世界其他国家的贸易增长得更快。近几年来,我们可以看到,由于菲律宾比素对人民币的比值相对较低,菲律宾对华出口骤增。尽管中国在菲律宾外贸总额中所占的份额已经由８０年代的２％增长到现在的４％,但总的来说仍然偏少。 当前的菲中贸易结构以工业制成品为主体。正如其整体贸易结构一样,菲律宾的对华出口贸易以半成品为主。中国的工业制品则包含更多的制成品——电子产品、金属制品和建筑材料。近几年,在中国对菲律宾出口中消费品、食品及食…     

4株猪瘟流行野毒株病毒结构蛋白E2基因的核苷酸序列分析

应用RT-PCR和nPCR扩增由4株甘肃省近期(1997-1998)猪瘟流行野毒株的E2基因,将其克隆到pGEMTEasy载体上,经转化、筛选、鉴定后,测出核苷核序列.4株流行毒株的E2基因核苷酸序列同源性为89.2%-99.7%,相应的氨基酸序列同源性为93.8%-99.0%.这4株流行毒株;与C-株(疫苗种毒)E2基因的核苷酸序列同源性为82.2%-84.3%,相应的氨基酸序列同源性为87.9%-90.2%,表明近期猪瘟流行毒株与C-株的gp55蛋白之间存在一定的差异.     

二温式多重PCR同时检测鸡的6种呼吸道病病原方法建立

设计了6对分别针对鸡传染性支气管炎病毒(IBV)、禽流感病毒(AIV)、鸡毒霉形体(MG)、鸡传染性喉气管炎病毒(ILTV)、新城疫病毒(NDV)和滑液霉形体(MS)的特异性引物,根据反转录聚合酶链反应(RT-PCR)原理和多重PCR原则,优化建立了一次PCR反应同时检测6种禽呼吸道病原的二温式多重PCR.该方法可同时扩增出6条区段大小与设计相符的特异性片段,即IBV 1720 bp、AIV 1050 bp、MG 732 bp、ILTV 647 bp、NDV 310 bp、MS 207 bp,对人工感染鸡临床样品检测结果证明,该方法可用于临床诊断.     

利用aroA基因建立鸡传染性鼻炎PCR诊断方法

利用aroA基因设计了1对引物,分别对10株标准副鸡嗜血杆菌(HPG)菌株、14株分离的HPG菌株进行PCR扩增,结果均得到了与预期大小一致的片段,而对10株非HPG菌株和3株病毒进行扩增则无相应片段产生;该PCR能检测出10个菌细胞.与常规PCR方法相比,aroA-PCR的敏感性更高.     

旋毛虫5日龄成虫期特异性基因片段的克隆及鉴定

利用差减抑制杂交(SSH)技术,以旋毛虫5日龄成虫的cDNA为试验方(tester),以肌幼虫+3日龄成虫的cDNA为驱动方(driver),制备5日龄成虫差减cDNA,并与pT-Adv载体相连接,转入大肠埃希氏菌TOP 10F.以试验方的差减cDNA PCR产物+未差减cDNA为试验方探针,以驱动方的差减cDNA PCR产物+未差减cDNA为驱动方探针,对5日龄成虫差减cDNA克隆进行初步筛选,对筛选到的阳性克隆进一步用southern blot进行鉴定,并对其测序,进行序列分析.结果表明,获得1个大小为464 bp的旋毛虫5日龄成虫期特异性cDNA片段,经BLAST软件分析表明,该序列是1个未见报道的旋毛虫基因序列片段,可能编码1种表皮胶原蛋白.这为旋毛虫5日龄成虫期特异性基因全长序列的钓取、分析及鉴定奠定了基础.     

历史主义的解释学问题

在19世纪,除了浪漫主义的解释学外,还有历史主义的解释学。它们之间的一个重要的联结点是解释学循环。除此之外,二者的密切关系在其师承和道统方面。布克、德罗伊森和狄尔泰三人的思想代表了西方19世纪下半叶解释学的一个重要的特点,那就是突出与人文科学的联系,这是以历史意识的逐步确立为中介的,但是他们,尤其是德罗伊森和狄尔泰最终都没能摆脱历史的局限。     

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.